Grade: 6Unit: 4 Week: 1 Content: ELA Dates: 1/22-1/25
Theme Essential Question: What is the definition of courage?
Essential Questions:
How do writers reveal acts of courage?
Do courageous characters have to be famous?
How is the theme of a work revealed?
Focus Standards
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position of function in a sentence) as a clue to the meaning of a word or phrase.
L.4b Use Latin roots as clues to the meaning of a word.
RL.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7 Conduct short research projects to answer a question.W.6.10
Ongoing Standards
L.2b Spell correctly.
L.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2 Provide a summary of the text distinct from personal opinions and judgments.
RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI.7 Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c
SL.1d Review the key ideas expressed and demonstrate understanding of multiple-perspectives through reflections and paraphrasing.
W.2 Write informative/explanatory texts to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and /or characters.
W.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.3e Provide a conclusion that follows from the narrated experiences or events.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Objectives
TLW identify examples of courage as portrayed in various pieces of literature.
TLW research the life of a courageous person and create a “living museum” project.
TLW analyze the theme of a story and describe the elements that create the theme.
Assessment
Product
Use Frayer Model or other graphic organizer to create a class word map to define courage.
Ongoing unit product – In small groups, students will create living museum biography projects. Students learn about the lives of courageous people and share what they learn by writing short reports, creating displays, and dressing up as the people. (See resources for specific living museum item suggestions.)
Key Questions (match Standard)
What is courage?
How do we ascertain the theme of a story?
Observable Student Behaviors (Performance)
Students will complete all activities and writing assignments.
Students will use standard norms to participate in class discussions and in small-group discussions.
Vocabulary
Analysis Author’s purpose Theme
Suggested Activities
Use Frayer Model or other graphic organizer to define courage.
SMART Board Lessons, Promethean Lessons L2 Punctuating Sentences Use the Senteo interactive response system to decide the correct punctuation for sentences.
L4a Words with Multiple Meanings Parts of a dictionary entry for words with multiple meanings. Using context clues to determine meaning, Using magnifying glass to find the correct definitions.
Theme Essential Question: What is the definition of courage?
Essential Questions:
Focus Standards
Ongoing Standards
Objectives
Assessment
Vocabulary
Author’s purpose
Theme
Suggested Activities
Homework
Terminology for Teachers
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
L2 Punctuating Sentences
Use the Senteo interactive response system to decide the correct punctuation for sentences.
L4a Words with Multiple Meanings
Parts of a dictionary entry for words with multiple meanings. Using context clues to determine
meaning, Using magnifying glass to find the correct definitions.
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
6 Matrix
6 PAP Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6